Read an article and then viewed this video of a class involved in learning by doing, including "grappling" with the content of a fifth grade math lesson. This quote from the article was of particular interest to me as it certainly relates to workshop in terms of the I Do, We Do, You Do gradual release model but also in terms of the importance of our students having a growth mindset.
"As Giselle and her class illustrate, students often don't need us to teach them new skills. They need us to give them opportunities to acquire those skills. At the same time, many students have been afflicted with **learned helplessness**, so be prepared for some pushback when you first pull back. But don't give in. Wean students off their dependence on you by establishing a **hierarchy of help** that cultivates self-reliance and collaboration. And if students still ask for help prematurely, tell them what I told my students: "I don't want to deny you the satisfaction you'll feel when you figure it out yourself."
This approach--which I think of as **You Do, We Do, I Do**--is far more empowering and engaging for students than traditional teacher-led instruction. It's also more likely to inspire them to dance."
9.14.15 Mindset Introductory presentation
__Chapters 1-3 Presentation__
__Save the Last Word for Me as a Strategy to Gain Meaning & Build Professional Growth from Mindset__
__Resolve, A Growth Mindset, Grit__
__Growth Mindset, Chapter 7__
Activities
Mindset Assessment ProfileArticles
Read an article and then viewed this video of a class involved in learning by doing, including "grappling" with the content of a fifth grade math lesson. This quote from the article was of particular interest to me as it certainly relates to workshop in terms of the I Do, We Do, You Do gradual release model but also in terms of the importance of our students having a growth mindset."As Giselle and her class illustrate, students often don't need us to teach them new skills. They need us to give them opportunities to acquire those skills. At the same time, many students have been afflicted with **learned helplessness**, so be prepared for some pushback when you first pull back. But don't give in. Wean students off their dependence on you by establishing a **hierarchy of help** that cultivates self-reliance and collaboration. And if students still ask for help prematurely, tell them what I told my students: "I don't want to deny you the satisfaction you'll feel when you figure it out yourself."
This approach--which I think of as **You Do, We Do, I Do**--is far more empowering and engaging for students than traditional teacher-led instruction. It's also more likely to inspire them to dance."
Mentor TextsResources
Videos
Teach Channel: Ready to Learn - Creating a Positive Classroom CommunityDismissed
Perseverance: the Story of Nick Vujicic